Manuscript: An OJS Theme Demo 2018-09-05T15:38:23-07:00 Open Journal Systems <p>A clean, simple theme with a boxed layout that mimics a paper document.</p> Editorial 2018-09-05T15:38:07-07:00 Kevin Stranack <p>Lorem ipsum dolor sit amet, consectetur adipiscing elit. In quis ipsum aliquet, interdum lorem nec, blandit massa. Aliquam fringilla elementum erat vel convallis. Donec sed erat sagittis, accumsan ligula vel, eleifend tellus. Nulla ultrices lacinia lectus vel vestibulum. Duis aliquam sed elit ac pharetra. Donec lobortis id quam id tristique. Donec neque mauris, viverra vel blandit quis, consequat eu lacus. Nulla facilisi. Sed quis molestie arcu, et bibendum erat. Donec massa lectus, vehicula a mi id, eleifend vestibulum neque. Donec ut risus non lacus vehicula mattis at vel purus. Etiam auctor suscipit semper. Suspendisse urna turpis, condimentum in lobortis in.</p> 2018-04-12T00:00:00-07:00 الحقوق الفكرية (c) Cost-savings achieved in two semesters through the adoption of open educational resources 2018-09-05T15:38:11-07:00 John Levi Hilton III <p>Textbooks represent a significant portion of the overall cost of higher education in the United States. The burden of these costs is typically shouldered by students, those who support them, and the taxpayers who fund the grants and student loans which pay for textbooks. Open educational resources (OER) provide students a way to receive high-quality learning materials at little or no cost to students. We report on the cost savings achieved by students at eight colleges when these colleges began utilizing OER in place of traditional commercial textbooks.</p> 2018-04-12T00:00:00-07:00 الحقوق الفكرية (c) An elaborated model of student support to allow for gender considerations in Asian distance education 2018-09-05T15:38:14-07:00 Insung Jung <p>Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues. An online survey was conducted with 1,113 distance learners in Japan, Korea, Hong Kong SAR China, Malaysia, India, Pakistan, Philippines, Singapore, and Thailand which required them to respond to open-ended questions regarding their main concerns over the quality of distance education. Their responses were analyzed with Nvivo 2.0 based on the framework of the Atkins (2008) ARCS model of distance learner support. It was found that in assessing the quality of DE the students valued 13 types of student support across five domains: affective, reflective, cognitive, systemic, and gender-considerate. It was also confirmed that there were gender differences in the students’ perceptions of the need for student support. Building on these findings, an elaborated model for student support for Asian distance learners was developed from a systems perspective, and from this, a list of supporting strategies was proposed.&nbsp;</p> 2018-04-12T00:00:00-07:00 الحقوق الفكرية (c) Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students? 2018-09-05T15:38:18-07:00 Chi-Cheng Chang <p>The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (<em>n</em>&nbsp;= 33) which studied through blended e-learning or the control group (<em>n</em>&nbsp;= 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.</p> 2018-04-12T00:00:00-07:00 الحقوق الفكرية (c)